The purpose of the lesson is to provide the learners with opportunities for further exploration into the causes and effects of pollutants air quality.
 

The learner will:

• explore the Air Quality Index.
• recognize the Air Quality Index pollutants and their harm.
• present the information on the Air Quality Index in a useable form.
  

Anticipatory Set:
As learners enter the classroom, distribute the Quick Write sheets entitled, Have Your Feelings About the Air Around You Changed – Why? (See Attachment Two)  As has been done previously, allow students to post their individual Quick Writes.  Read a few to provide learners with an idea of what their classmates think.

• Ask learners to tell how the Public Service Announcements affected them. Ask: If you had the opportunity to re-do your PSA, would you change anything?  If so, in what way?
  
  
• List the responses on an overhead transparency sheet for display.
  
  
• Explain that they will have an opportunity to investigate air quality a little further.
  
  
• Arrange learners into groups of five or six members.  Ask the learners to count off sequentially from one (1) to six (6) until everyone has a number. Once finished, ask all of the ones (1) to group together; continue to do so until all groups have been assembled.
  
  
• Explain the purpose of grouping is to work together to develop a presentation of information that can be used to heighten awareness about air quality.
  
  
• All groups are required to read pages 2-4 so that they understand how to read the chart from the EPA web site. http://www.epa.gov/airnow/aqi_cl.pdf
  
  
• Assign groups to read one of four topics located on the web site http://www.epa.gov/airtrends/ – Ozone, Particle Pollution, Carbon Dioxide or Sulfur Dioxide. Additionally, explain that information from Sources for the Pollutants (See Attachment One) should be incorporated into their presentation.
  
  
• Explain that each group will be responsible for presenting their findings to the entire class using the transparencies and markers.
  Explain to the learners that this will be a cooperative learning group activity and their contributions will be graded as a group and individually from your observations.  It’s All Relevant (See Attachment Three) will assist you in keeping track. In the presentation they are required to name the Air Quality Index (AQI) Pollutant, discuss the final format to be used on the transparency, present viable, pertinent information.  Groups should select a person to act as a recorder, a time keeper, a leader who asks the questions, a set-up person to insure that all parts are placed in an organized form, (if there are six individuals there should be a monitor to verify if all are contributing), and all group members will be spokespersons for the presentation.
  
  
• Tell learners that the actual presentations will be made the next time that they meet. This project should be completed in this class period. Monitor each group consistently to keep them on task.  Collect the presentation materials and transparencies for group presentations on the next meeting date.

Day Two

• As learners enter the classroom, direct them to designated areas for grouping.  Tell them that they are to assemble within their groups to rehearse and ready themselves for presenting to the class.  Allow about five minutes for preparation.
  
  
• Explain that notes should be taken to gain information about the contributors for Air Quality Index ratings during other group presentations.
  
  
• Time should be allocated for each group to deliver the information to the members of their class. No more than five minutes per group.
  
  
• At the close of the presentations, ask students if they can think of anything that should be done to help others understand Air Quality and its effect on everyday life.  Ask, What are the implications for the world and how can we preserve the atmosphere and air quality for future generations?  Record information on Chalkboard or chart paper. This could serve as an extension to the overall unit.
  

• http://www.epa.gov/airnow/aqi_cl.pdf
• http://www.epa.gov/airtrends/
• http://rubistar.4teachers.org/index.php